Interim Testing Research Articles

The impact of transcranial direct current stimulation combined with interim testing on spatial route learning in patients with schizophrenia

BackgroundCognitive deficits in patients with schizophrenia have drawn widespread attention. Transcranial direct current stimulation (tDCS) can modulate cognitive processes by altering neuronal excitability. Previous studies have found that interim testing can enhance spatial route learning and memory in patients with schizophrenia. However, there has been limited research on the combined effects of these two methods on spatial route learning in these patients. ObjectiveTo investigate whether the combination of tDCS and interim testing can effectively contribute to the maintenance of spatial route memory in patients with schizophrenia. The study involved conducting route learning using interim testing after anodal tDCS treatment on the left dorsolateral prefrontal cortex (L-DLPFC). MethodsNinety-two patients with schizophrenia were recruited and divided into groups receiving anodal, sham, or no stimulation. The anodal group received L-DLPFC tDCS treatment 10 times over 5 days (twice daily for 20 min). After treatment, spatial route learning was assessed in interim testing. Correct recall rates of landmark positions and proactive interference from prior learning were compared among the groups. ResultsRegardless of stimulation type, the interim testing group outperformed the relearning group. Additionally, recall scores were higher following anodal stimulation, indicating the efficacy of tDCS. ConclusionsBoth tDCS and interim testing independently enhance the ability to learn new information in spatial route learning for patients with schizophrenia, indicating that tDCS of the left DLPFC significantly improves memory in these patients.

Group sequential design for time-to-event outcome with non-proportional hazards using the concept of relative time utilizing two different Weibull distributions

A group sequential design allows investigators to sequentially monitor efficacy and safety as part of interim testing in phase III trials. Literature is well developed in the case of continuous and binary outcomes, however, in case of trials with a time-to-event outcome, popular methods of sample size calculation often assume proportional hazards. In situations where the proportional hazards assumption is inappropriate as indicated by historical data, these popular methods are very restrictive. In this paper, a novel simulation-based group sequential design is proposed for a two-arm randomized phase III clinical trial with a survival endpoint for the non-proportional hazards scenario. By assuming that the survival times for each treatment arm follow two different Weibull distributions, the proposed method utilizes the concept of Relative Time to calculate the efficacy and safety boundaries at selected interim testing points. The test statistic used to generate these boundaries is asymptotically normal, allowing p-value calculation at each boundary. Many design features specific to time-to-event data can be incorporated with ease. Additionally, the proposed method allows the flexibility of having the accelerated failure time model and the proportional hazards model as constrained special cases. Real life applications are discussed demonstrating the practicality of the proposed method.

HIV self-testing knowledge, attitudes, and practices among Asian-born gay, bisexual, and other men who have sex with men in Australia: a qualitative study.

Achieving virtual elimination of HIV transmission in Australia requires a combination of high treatment rates and high testing coverage among individuals at risk of acquiring HIV. HIV self-testing (HIVST) is an additional testing approach for key populations. We aimed to examine the knowledge, attitudes, and practices of HIVST among Asian-born gay, bisexual and other men who have sex with men (GBMSM). This qualitative study used semi-structured interviews of overseas-born GBMSM of Asian background in Australia. Participants were recruited from personal networks, social media platforms, snowballing, and the Melbourne Sexual Health Centre. Twenty-five participants were purposively sampled with a range of ages and previous levels of experience with HIVST. Interview transcripts were imported into Nvivo 12 for data management. The age of the participants ranged from 19 to 44 years, with a median of 30 years. Most were unaware of HIVST before the interview, and only a few had ever used one. All had limited sexual health knowledge (i.e., HIV testing, PrEP) before they arrived in Australia. Upon learning about HIVST during the interview, many expressed willingness to use HIVST, but in limited circumstances, such as traveling overseas, interim testing while taking on-demand PrEP, and point-of-sex testing. Almost all were open to distributing HIVST to their casual partners or friends, especially those they knew who engaged in high-risk sexual practice (i.e., condomless anal sex) and were not engaged in sexual healthcare. About half still preferred conventional serology testing because of regular HIV testing as part of PrEP prescription and the need for testing for other sexually transmitted infections. HIVST may be an acceptable additional testing approach for HIV testing among Asian-born GBMSM. Peer education and secondary distribution may help raise HIVST awareness and use.

Route learning in patients with schizophrenia: The role of the forward testing effect

Previous research demonstrated that practice testing on studied information can effectively potentiate subsequent learning of new information, a phenomenon known as the forward testing effect. However, it has never been explored whether practice testing can facilitate the efficiency of learning new information for patients with schizophrenia. The current study recruited 124 patients with schizophrenia and 124 healthy controls to explore the forward testing effect on learning of 2D planar route maps (Experiment 1) and 3D spatial route information (Experiment 2). Experiment 1 showed that, for both patients with schizophrenia and healthy control participants, interim testing substantially boosted subsequent learning and recall of 2D planar route maps. Experiment 2 further demonstrated that, by comparison with interim restudying, interim testing effectively facilitated subsequent learning and recall of 3D spatial routes. Furthermore, the results demonstrated that interim testing effectively prevented the build-up of proactive interference for patients with schizophrenia. The documented findings suggest that interim testing is an effective strategy to enhance learning and memory for patients with schizophrenia.

Does testing potentiate new learning because it enables learners to use better strategies?

Testing can potentiate new learning, which is often called the forward testing effect. One potential explanation for this benefit is that testing might enable participants to use more effective learning strategies subsequently. We investigated this possibility by asking participants to report their encoding strategies in a multi-list foreign language learning paradigm with four preregistered experiments and one non-preregistered pilot experiment. In Experiments 1-3, participants learned three lists of Chinese-English pairs; one group took a test after every list (i.e., test condition) and the other group took a test only for the criterial List 3 (i.e., restudy condition). In addition, participants completed a transfer test and a study strategy survey. Although we found a forward testing effect in all experiments, participants in the test and restudy conditions did not report differences in strategies. In Experiments 4 and 5, we used a within-subject design so that we could correlate changes in strategy use with the magnitude of the forward testing effect on an individual level. Interestingly, individual differences in strategy change were moderately associated with the magnitude of the forward testing effect, but even here, strategy change did not mediate the effect of testing on performance. Overall, our data showed that, at least for foreign language learning of Chinese characters, interim testing did not enhance new learning by altering participants' subsequent encoding strategies. Moreover, our data showed that interim testing did not promote the transfer of Chinese language learning to novel characters. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Development of a Real-Time Dashboard Characterizing Acute Leukemia Clinical Trial Enrollment Diversity at the Practice, Investigator, and Individual Clinician Level

Introduction Adult acute leukemia clinical trials in the United States under-enroll persons from historically marginalized groups. Practices, investigators, and individual clinicians have identified the lack of multidimensional, real-time enrollment data as a barrier to remediating participation inequities. We sought to overcome this by developing a visual data interface (“dashboard”) for assessing enrollment diversity across an institution in real-time. Methods Real-time dashboard data sources were the electronic health record (EPIC) and the trial registration system (OnCore); Tableau software was used for data visualization. The primary objective was to create an integrated data source that accurately assigned individuals as patients of the correct clinical group, primary oncologist, and research protocol(s). The primary endpoint was an accurate assignment algorithm, defined as an area under the receiver operator curve (AUROC) of >=0.90, as compared to manual review. Trial enrollment was assigned via OnCore and was itself the reference standard, so algorithm classification was considered accurate if individuals were assigned correctly to the clinical group and primary oncologist. The AUROC of a basic assignment algorithm was 0.78, requiring a sample size of 528 to show improvement to 0.90 or above. Interim testing was performed to assess potential improvements in logic accuracy. Exploratory objectives were to assess associations between exposures (e.g., age, race, ethnicity, sex) and outcomes (treatment trial and biobank enrollment) among a one-year cohort of patients followed by the clinical group, as determined by the final algorithm. Due to small numbers in some race and ethnicity categories, a People of Color aggregate variable was generated and included those listed as Hispanic Black, Other, Unknown, White, and Non-Hispanic Asian, Black, and Other. Associations were determined using parametric or non-parametric bivariate tests, as appropriate; multiplicity was not considered. Results Interim testing was used to revise diagnostic criteria assignment and inpatient encounter algorithms. This improved classification AUROCs to 0.80 and then 0.85, after which the physician assignment algorithm was further revised and finalized. Final testing of 528 patients seen on randomly chosen dates resulted in an AUROC of 0.98 for the assignment algorithm against manual classification. Real-time data visualizations were then developed to display multidimensional enrollment diversity data grouped by patient panels for individual clinicians (Figure 1) and by trial for primary investigators, with additional views showing trends over time and enrollment process metrics (i.e., who is consented, eligible, on study). From 6/22/2022-6/21/2023 there were 432 unique patients followed by the clinical group, of which 124 (28.7%) participated in a treatment trial and 287 (66.4%) in a biobanking study. Patient characteristics and bivariate comparisons of participation by study type are shown in Table 1. Characteristics associated with treatment trial participation included lower Social Deprivation Index score (20 vs 27, p=0.05), residing outside Massachusetts (36.2% vs 25.5%, p=0.03), and having ALL (33.8% vs 25.8%, p=0.02). Characteristics associated with biobank study participation included lower Social Deprivation Index score (21 vs 25, p=0.01) and having ALL (33.8% vs 25.8%, p=0.02). While Persons of Color participated in treatment trials (22.4% vs 29.7%) and biobanks (62.1% vs 66.7%) numerically less than NHW, but differences were not significant (p>0.05). Conclusions An enrollment diversity dashboard can accurately provide real-time data on acute leukemia clinical research participation at a large referral center. In this cohort, enrollment rates were relatively high and associated with socioeconomic status, place of residence, and disease type but not race-ethnicity. The dashboard is now being revised to incorporate trial eligibility metrics and will be piloted as performance feedback for practices, investigators, and individual clinicians.

SWOG S1011: A phase III surgical trial to evaluate the benefit of a standard versus an extended lymphadenectomy performed at time of radical cystectomy for muscle invasive urothelial cancer.

4508 Background: S1011 tested the hypothesis that an extended lymphadenectomy (ELND) is associated with improved disease-free and overall survival (DFS, OS) compared to standard (S) LND in patients with localized muscle invasive bladder cancer (MIBC) undergoing radical cystectomy (RC)(NCT01224665). Methods: Eligible patients with cT2-4a N0-2 were stratified by receipt and type of neoadjuvant chemotherapy (NAC), T2 vs T3-4a and PS 0-1 vs 2. Patients were randomized 1:1 after intraoperative exploration determined they did not have disease outside the pelvis. All patients then underwent a standard bilateral pelvic LND including external and internal iliac and obturator LNs. If randomized to the experimental arm additional ELND up to at least the aortic bifurcation including common iliac (CI), pre-sciatic, and pre-sacral nodes was performed. We hypothesized that patients in the ELND arm would have a 10% improvement in 3-year DFS compared to an estimated 55% for patients in the SLND arm (HR = 0.72). Assuming a 1-sided a=0.025 and 85% power, 564 eligible randomized patients were required. Final analysis was to occur at 184 DFS events in the SLND arm or after max follow-up (6 yrs) using a stratified logrank(LR) test with a=0.022 to account for interim testing. Hazard ratios from Cox model are adjusted for strat factors. Secondary endpoints included OS and safety. Results: 36 surgeons at 27 sites in US and Canada were credentialed prior to enrolling patients, 658 were registered from 8/11-2/17, and 618 eligible patients were randomized to ELND (n=292) or SLND (n=300). Median f/up was 6.1 years in both arms. Median age was 69, 21% female, and 9% non-White. Clinical stage was balanced in both arms: T2 (71%) and T3-4a (29%). NAC was given to 57% in both. Pathologic T stage was <T2 in 39% in S and 37% in E and ³ T2 in 61% and 63%, respectively. Median lymph nodes removed was higher in ELND compared to SLND (41 vs 25), but there was no difference in node metastasis with 26% vs 24%, respectively. More ELND patients had N2 or N3 disease. ELND was associated with increased G3-4 AEs compared to SLND: 16% vs 8%. Deaths within 90 days of RC occurred in 26 (4.4%) patients, including 16 in ELND vs 9 in SLND. There was no difference in DFS between E vs S arms (HR 1.10; 95% CI 0.87, 1.42), 1-sided LR p=0.82. OS results were similar (HR 1.15 95% CI 0.89, 1.48), 1-sided LR p=0.87. Conclusions: Patients with MIBC undergoing RC and ELND had increased node yield and higher pathologic N stage, but no significant DFS or OS benefit compared to patients undergoing SLND. ELND was also associated with greater morbidity and higher peri-operative mortality. Clinical trial information: NCT01224665 . [Table: see text]

Testing potential mechanisms underlying test-potentiated new learning.

An emerging body of studies demonstrates that practicing retrieval of studied information, by comparison with restudying or no treatment, can facilitate subsequent learning and retrieval of new information, a phenomenon termed the forward testing effect (FTE) or test-potentiated new learning. Several theoretical explanations have been proposed to account for the FTE. A release-from-PI theory proposes that interpolated testing induces context changes and enhances event segregation, which in turn protect new learning from proactive interference (PI). A strategy-change view hypothesizes that prior tests teach learners to adopt more effective/elaborative learning and retrieval strategies in subsequent study and test phases. Finally, a reset-of-encoding account proposes that interim testing on studied information reduces memory load, resets the subsequent encoding process, and enhances encoding of new information. The current study recruited a large sample (over 1,000 participants) and employed a multilist learning task and mediation analyses to test these theories. The results suggest that prior list intrusions (an index of PI) significantly mediated the FTE, supporting the release-from-PI theory. In addition, interim testing enhanced strategic processing of temporal information during new learning (reflected by increased clustering), and temporal clustering significantly mediated the FTE, supporting a role for strategy-change in the FTE. Lastly, a variety of indices were constructed to represent the benefit of reset-of-encoding, but none of them provided evidence supporting the reset-of-encoding view. The results shed new light on the complex mechanisms underlying the forward benefits of testing. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Efficiency of 6-month PrEP dispensing with HIV self-testing in Kenya: an open-label, randomised, non-inferiority, implementation trial

Oral pre-exposure prophylaxis (PrEP) for HIV prevention is highly effective and is being implemented at scale at health clinics throughout sub-Saharan Africa. However, barriers to clinic-based PrEP delivery remain. We aimed to establish the efficiency of semiannual PrEP clinic visits supplemented with interim home-based HIV self-testing (HIVST) versus standard of care for HIV testing, drug refilling, and adherence among PrEP users. This was a randomised, open-label, non-inferiority trial done at the Partners in Health and Research Development clinic in Thika, Kenya. Eligible participants were HIV-negative adults (≥18 years) at risk of acquiring HIV who had started PrEP at least 1 month before enrolment. Participants were randomly assigned (1:1:1) to 6-month PrEP dispensing plus interim blood-based HIVST (with biannual clinic visits), 6-month PrEP dispensing plus interim oral fluid-based HIVST (with biannual clinic visits), or standard of care PrEP delivery (3-month PrEP dispensing with quarterly clinic visits). The three coprimary outcomes, measured at 6 months, were HIV testing (any testing between enrolment and the 6-month visit), PrEP refilling, and PrEP adherence (detectable tenofovir diphosphate concentration in dried blood spots). All analyses were done according to the intention-to-treat principle. We used binomial regression models to estimate risk differences and one-sided 95% CIs. 6-month PrEP dispensing was considered non-inferior to standard of care if the lower limit bound of the one-sided 95% CI was greater than or equal to -10%. This study is registered with ClinicalTrials.gov, NCT03593629. Between May 28, 2018, and Feb 24, 2020, 495 participants were enrolled: 165 men and 130 women in HIV serodifferent couples and 200 singly enrolled women. 166 participants were randomly assigned to the standard of care group, 163 to the 6-month PrEP dispensing plus oral-fluid HIVST group, and 166 to the 6-month PrEP dispensing plus blood-based HIVST group. At 6 months, 274 (83%) of 329 participants in the combined 6-month PrEP dispensing group had tested for HIV compared with 140 (84%) of 166 participants in the standard of care group (risk difference -1·15%, 95% CI lower bound -6·89). Among participants in the combined 6-month PrEP dispensing group, 257 (78%) participants refilled PrEP compared with 134 (81%) participants in the standard of care group (-2·60%, -8·88), and 200 (61%) participants were adherent to PrEP compared with 95 (57%) participants in the standard of care group (2·37%, -5·05). No participants acquired HIV during the study. 6-month PrEP dispensing with HIVST for interim testing reduced the number of PrEP clinic visits in half without compromising HIV testing, retention, or adherence. US National Institute of Mental Health.

Transfer of Test-Enhanced Learning.

Memory for paired-associate words is facilitated by interim testing relative to restudy. According to the mediator effectiveness hypothesis, the benefit of retrieval practice is a consequence of the activation of a mediator word linking the cue and target. Evidence for the activation of cue-related mediators stems from the finding that mediators are more effective at prompting recall of target words than are words not associated with the original cue, a pattern that is larger following testing than restudy. The benefit of testing for the unstudied cues at the final test is referred to as transfer of test-enhanced learning. One goal of the current study was to examine whether the activation of mediators leads to the recall of targets indirectly via the original cues in a process known as backward chaining. We indexed backward chaining with the probability of incorrectly recalling a trial-specific original cue in place of a target. The second goal was to explore whether testing would yield a transfer effect for cues associated with target words. In four experiments, following an initial study of weakly related word pairs (e.g., Mother-CHILD), participants either restudied the pairs or attempted to recall the target given the original cue (e.g., Mother). On a final cued-recall test, participants were presented with unstudied cues that were related to either the original cue (semantic mediators, e.g., Father) or the target (target-related cues, e.g., Baby). The type of new cue presented on the final test was varied either between subjects (Experiment 1) or mixed within a list (Experiments 2, 3, and 4). Mixing mediators and target-related cues reduced the transfer of test-enhanced learning and increased the likelihood of recalling the original cues when shown a mediator. These results challenge the assumptions of the mediator effectiveness hypothesis.

Retrieval Practice Enhances New Learning but does Not Affect Performance in Subsequent Arithmetic Tasks.

The forward testing effect is an indirect benefit of retrieval practice. It refers to the finding that retrieval practice of previously studied information enhances learning and retention of subsequently studied other information in episodic memory tasks. Here, two experiments were conducted that investigated whether retrieval practice influences participants’ performance in other tasks, i.e., arithmetic tasks. Participants studied three lists of words in anticipation of a final recall test. In the testing condition, participants were immediately tested on lists 1 and 2 after study of each list, whereas in the restudy condition, they restudied lists 1 and 2 after initial study. Before and after study of list 3, participants did an arithmetic task. Finally, participants were tested on list 3, list 2, and list 1. Different arithmetic tasks were used in the two experiments. Participants did a modular arithmetic task in Experiment 1a and a single-digit multiplication task in Experiment 1b. The results of both experiments showed a forward testing effect with interim testing of lists 1 and 2 enhancing list 3 recall in the list 3 recall test, but no effects of recall testing of lists 1 and 2 for participants’ performance in the arithmetic tasks. The findings are discussed with respect to cognitive load theory and current theories of the forward testing effect.

Developmental trajectory of the forward testing effect: The role of reset-of-encoding

ABSTRACT Testing of previously studied information potentiates subsequent learning of new information, a phenomenon referred to as the forward testing effect (FTE). The current study aimed to investigate the developmental trajectory of the FTE and whether the reset-of-encoding process contributes to the FTE. Younger children, older children, and adults were instructed to study four lists of unrelated words, then either restudied or were tested following studying each of Lists 1–3, and took an interim test on List 4. Results demonstrated that interim testing on Lists 1–3 enhanced learning of List 4 for younger children, older children, and adults. Importantly, this enhancement varies with items’ serial list position in both younger children and older children. Early List 4 items at list primacy positions benefited more from interim testing than later ones at non-primacy positions. Overall, this is the first study demonstrating that (1) the FTE generalizes to younger children, older children, and adults, suggesting the FTE emerges quite early in human life; (2) the reset-of-encoding process contributes to the FTE in both younger and older children.

Do working memory capacity and test anxiety modulate the beneficial effects of testing on new learning?

Although testing has repeatedly been shown to be one of the most effective strategies for consolidating retention of studied information (the backward testing effect) and facilitating mastery of new information (the forward testing effect), few studies have explored individual differences in the beneficial effects of testing. The current study recruited a large sample (1,032 participants) to explore the potential roles of working memory capacity and test anxiety in the enhancing effects of testing on new learning, and the converse influence of testing on test anxiety. The results demonstrated that administering interim tests during learning appears to be an effective technique to potentiate new learning, regardless of working memory capacity and test anxiety. At a final test on all studied materials, individuals with low working memory capacity benefited more from interim testing than those with high working memory capacity. These testing effects are minimally modulated by levels of trait/state test anxiety, and low-stake interim testing neither reduced nor increased test anxiety. Overall, the results imply that low-stake interim tests can be administered to boost new learning irrespective of learners' level of WMC, test anxiety, and of possible reactive effects of testing on test anxiety. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Examining Testing and Growth Mindset in High School Social Studies Students

Testing has been a contested aspect of education for decades. The way in which testing, standardized tests, and student motivations correlate is a separate issue. This action research study investigates the relationship between pre-tests and students’ perception of their personal growth. Three classes of 11th grade U.S. History were utilized to collect data from a total of 80 students (N=80). Participants completed one pre-test every two weeks throughout the semester. At the end of the semester, students completed a questionnaire to examine their perceptions of frequent pre-testing, and of whether assessments influenced their learning and personal growth. The researchers sought to examine if interim testing impacted student motivation towards standardized testing in a social studies classroom.

Performance of battery rack auxiliary power systems under FEMA 461 quasi-static seismic loading protocol

The performance of nonstructural components in nuclear power plants (NPPs), which is primarily based on experience and historical data, has been attracting increased interest from researchers following the Fukushima Daiichi nuclear disaster in 2011. This disaster demonstrated the importance of using batteries in NPPs as an auxiliary power system, where such systems can provide the necessary power to mitigate the risk of serious accidents. However, little research has been conducted on such nonstructural components (e.g., auxiliary battery power systems) to evaluate their performance following the post-Fukushima safety requirements, recommended by several nuclear regulators worldwide [e.g., Nuclear Regulatory Commission (NRC), and Nuclear Safety Commission (NSC)]. To address this research gap, the current study investigates the lateral performance of an auxiliary battery power system similar to those currently existing/operational in NPPs in Canada. The rack system was experimentally tested under displacement-controlled quasi-static cyclic fully-reversed loading that simulates lateral seismic demands, following the FEMA 461 guidelines “Interim testing protocol for determining the seismic performance characteristics of structural and nonstructural components”. Following a brief summary of the experimental program, the test results are presented in terms of the rack hysteretic response, damage sequence, stiffness degradation, ductility capacity, member strains, and local deformations. Subsequently, a simplified mechanistic model and a concentrated plasticity model in OpenSees have been developed and calibrated using the experimental results. The results show that without detailed modeling of the rack system connections (i.e., L-shaped connection and sliding nuts), incorrect performance prediction of such systems may result. The findings of the current study can be utilized, within the next generation of performance-based seismic design approaches, to enhance the robustness and improve the reliability of damage state predictions of auxiliary battery power systems in critical facilities.

Improvised Long Test Lengths via Stitching Scale Bar Method: Interim Testing of Laser Trackers.

Performance verifications of laser tracker systems (LTSs) often rely on calibrated length artifacts that are 2.3 m in length or more, as specified in International Standards Organization (ISO) and American Society of Mechanical Engineers (ASME) standards. The 2.3 m length is chosen as the minimum length that will sufficiently expose inaccuracy in LTSs. Embodiment of these artifacts often comes in the form of scale bars, fixed monuments, or a laser rail. In National Institute of Standards and Technology (NIST) Internal Report (IR) 8016, which was published in 2014 and discusses interim testing of LTSs, it was shown that a scale bar with three nests spaced 1.15 m apart was sufficient for exposing errors in LTSs. In that case, the LTS was placed symmetrically with respect to the scale bar so that both a 2.3 m symmetrical length and a 1.15 m asymmetrical length were presented to the LTS. This paper will evaluate whether a scale bar that is only 1.15 m in length can sufficiently expose errors within the LTS when it is stitched together to create a 2.3 m long test length.

Knowing Is Not Half the Battle: the Role of Actual Test Experience in the Forward Testing Effect

Recent studies suggest that testing on prior material enhances subsequent learning of new material. Although such forward testing effect has received extensive empirical support, it is not yet clear how testing facilitates subsequent learning. One possible explanation suggests that interim testing informs learners about the format of an upcoming test and consequently allows them to adopt study strategies in accordance with the anticipated test format. Three experiments investigated whether the beneficial effects of testing are due to learners’ expectation with the test format or due to testing experience itself in inductive learning by varying when and how learners were informed about the format of an upcoming test. The results showed that informing learners about the test format via an interim test, but not a pretest, enhanced subsequent learning (experiment 1), and it was effective only when combined with actual test-taking experience (experiment 2). Testing appeared to enhance subsequent learning of new material when learners had an opportunity to evaluate their mastery over previously studied information. Experiment 3 further showed that these beneficial effects of testing were yielded even in the absence of feedback. Taken together, the findings suggest that mere exposure to the test format, not combined with actual testing, is not sufficient to enhance subsequent learning.

Minimal Residual Disease (MRD) Assessment in the ECOG1411 Randomized Phase 2 Trial of Front-Line Bendamustine-Rituximab (BR)-Based Induction Followed By Rituximab (R) ± Lenalidomide (L) Consolidation for Mantle Cell Lymphoma (MCL)

Minimal Residual Disease (MRD) Assessment in the ECOG1411 Randomized Phase 2 Trial of Front-Line Bendamustine-Rituximab (BR)-Based Induction Followed By Rituximab (R) ± Lenalidomide (L) Consolidation for Mantle Cell Lymphoma (MCL)

Metacognitive judgments of prior material facilitate the learning of new material: The forward effect of metacognitive judgments in inductive learning.

Recent studies have shown that interim testing of previously studied material facilitates the learning of new material. Such forward testing effect occurs, in part, because interim testing provides learners with an opportunity to evaluate their learning strategies and allows them to use more effective strategies in their subsequent learning. We hypothesized that making metacognitive judgments of prior learning would also have similar effects, as it would directly require learners to think about their own learning status. Three experiments examined whether an act of making judgments of learning (JOLs) on prior material could facilitate the learning of new material in inductive learning, namely, creating a forward effect of metacognitive judgments. Participants studied painting styles of various artists, which were divided into two separate sections (Sections A and B). They were asked to provide JOLs, restudy, or take a test on the studied paintings of Section A before moving on to study the paintings of different artists in Section B, and then were given a final cumulative test where participants had to transfer what they had previously learned to new exemplars of the studied artists. The results indicated that simply requiring learners to make item-level JOLs (Experiment 1) did not facilitate learning compared with restudy, but the act of making category-level JOLs (Experiment 2) and global metacognitive judgments (Experiment 3) facilitated the learning of new materials. The findings suggest that making a JOL is not a neutral activity and that it can influence learners’ subsequent study behavior and learning outcomes. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

The Forward Testing Effect is Reliable and Independent of Learners' Working Memory Capacity.

The forward testing effect refers to the finding that retrieval practice of previously studied information enhances learning and retention of subsequently studied other information. While most of the previous research on the forward testing effect examined group differences, the present study took an individual differences approach to investigate this effect. Experiment 1 examined whether the forward effect has test-retest reliability between two experimental sessions. Experiment 2 investigated whether the effect is related to participants’ working memory capacity. In both experiments (and each session of Experiment 1), participants studied three lists of items in anticipation of a final cumulative recall test. In the testing condition, participants were tested immediately on lists 1 and 2, whereas in the restudy condition, they restudied lists 1 and 2. In both conditions, participants were tested immediately on list 3. On the group level, the results of both experiments demonstrated a forward testing effect, with interim testing of lists 1 and 2 enhancing immediate recall of list 3. On the individual level, the results of Experiment 1 showed that the forward effect on list 3 recall has moderate test-retest reliability between two experimental sessions. In addition, the results of Experiment 2 showed that the forward effect on list 3 recall does not depend on participants’ working memory capacity. These findings suggest that the forward testing effect is reliable at the individual level and affects learners at a wide range of working memory capacities alike. The theoretical and practical implications of the findings are discussed.